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Knowledge foundations for beginning reading teachers in EFL

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Abstract

This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.

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Acknowledgments

I would like to thank Naomi Roffman for her contribution to this research.

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Authors and Affiliations

  1. Graduate School for Advanced Degrees, Levinsky College of Education, P.O. Box 48130, Tel Aviv, 91481, Israel

    Carol Goldfus

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  1. Carol Goldfus
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Correspondence to Carol Goldfus.

Appendix 1: Questionnaire of teacher knowledge in EFL

Appendix 1: Questionnaire of teacher knowledge in EFL

PART I

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PART II

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PART III

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Goldfus, C. Knowledge foundations for beginning reading teachers in EFL. Ann. of Dyslexia 62, 204–221 (2012). https://doi.org/10.1007/s11881-012-0073-5

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